Reading/Language Arts

Category: Curriculum

The School will faithfully implement the Miami-Dade Competency-Based Curriculum (CBC) for both Reading and Language Arts. Consequently, the Reading curriculum will be centered on the NGSSS and Common Core State Standards for Reading.

Instruction will focus on the crucial reading components: oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students will receive a daily minimum of 90 minutes of uninterrupted Reading instruction, as documented in lesson plans and on the master calendar.

For grades K-5, The School will utilize the state-adopted textbook series Houghton Mifflin Reading: A Legacy of Literacy. This series will provide the structure and systematic approach required to ensure a minimum of a year’s progress for each student. Additional materials, such as decodable texts and

leveled readers, will be used to provide skill-specific direct instruction and guided reading small group instruction. The School will also utilize the grammar, composition, and spelling aspects of the textbook series to allow for the interplay between literacy skills and the continuity of instructional pacing. Voyager Passport will be used as one of the intensive reading programs to advance achievement for students reading below grade level. The intent of this program is to accelerate reading competency for students who need to achieve more than a year’s growth in reading.

In grades 6-8, Voyager Passport Reading Journeys will be used for reading instruction. This program has been proven effective in improving skills while motivating struggling readers.


In the earliest stages of literacy development, oral language development and phonemic awareness will be critically emphasized in direct reading instruction. Teachers will provide ample opportunities for oral language development in every subject. This instruction will include reading aloud and retelling of both narrative and informative texts. Phonemic awareness instruction is most effective when it is interactive and engaging, providing students the opportunity to use manipulatives to represent sounds. Teachers will use a repertoire of research-based practices to implement this and provide ample engaging practice of these crucial skills. Solid phonics skills will develop as a direct result of the quality phonemic awareness instruction provided by teachers at The School. This will serve as the foundation that leads students to fluency and comprehension at or above students’ intended level.

As literacy advances, explicit and systematic instruction will continue through constant emphasis on comprehension.

This will occur through a vast array of reading experiences with multiple genres of text.

Teachers will be experienced in providing direct comprehension instruction, teaching students to relate what they read to existing knowledge. Students will develop a solid link between reading and writing through engaging material, thinking maps and graphic organizers, research opportunities, and authentic

cooperative learning experiences. Please see Section 4, Question C of this document for further information regarding the school’s reading curriculum.

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